Intermediate Spanish Courses Research Articles

Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom

AbstractThis article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreignBy foreign language (FL), the authors mean modern language (ML), as strongly suggested by the European Commission.language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the language classroom, empirical research in this area remains limited. The present study addresses the gap by investigating the effects of the flipped classroom approach on Spanish as a foreign language by comparing student attitudes in flipped and traditional classrooms in beginner and intermediate Spanish courses at a university level. Specifically, this research explores the use of the flipped classroom approach in a second language classroom as a way to present grammar content prior to the in-class lesson and compares the results to those of a traditional, lecture-like delivery of the same grammar content. Drawing on data elicited from students and instructors in these course levels, this study investigates student and instructor perceptions, as well as student autonomy, engagement, and achievement through a qualitative lens.

Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

Using Artifacts In Teaching: The Little Box Project

Location: JC Room E In this interactive workshop, attendees will learn about different adaptations of the Cajitas or project in courses in the Spanish program at George Mason University. This project, originally created by Alberto Lopez Pulido to use with his students of Chican@ Studies at the University of San Diego, asks students to prepare a container of artifacts that reflect their culture, heritage, and personal experiences for Day of the Dead celebrations. Using a feminist pedagogical approach, the little box project was adapted for students at GMU to address the following challenges: How can we help students apply critical theories from a specific academic discipline to their own lives and experiences? And how can instructors embrace authenticity, particularly when they are from a different cultural background than the discipline in which they teach? The little box project was used as a midterm assignment for students in the course Introduction to Latinx Studies (Fall 2018) in order to engage students in applying critical approaches to understanding representation and the concept of intersectionality in identity. The little boxes also had a significant impact on the student's sense of community in the course and their appreciation for one another's diverse backgrounds. We will also discuss how the project was adapted again in the spring to address the needs of different learners- students in intermediate Spanish courses (Spanish 202, SPRING 2019). By creating their own cajitas™, students were required to become active curators of cultural content. Additionally, they were asked to reflect on and research examples of marginalized representations in art from the Spanish-speaking world. Overall, the project's approach encouraged students to engage more actively with cultures from the Spanish-speaking world while at the same time sharing information about their own culture(s) and backgrounds.

An Investigation of Language-Learning Strategies in a Blogging Task

This study sought to identify the language-learning strategies employed by learners of Spanish while posting entries to a class blog. The project consisted of the development of a blogging activity and its implementation in an Intermediate Spanish course. In accordance with the literature’s recommendations about language-learning-strategy assessment, the study employed an actual-task strategy questionnaire which included open-ended questions, along with a checklist to identify the strategies used by participants while completing the blogging task. The analysis of the data revealed that participants employed a variety of strategies while posting their entries to the class blog. The most prevalent was the use of previous knowledge, which was mainly reflected in the choice of topic for blog entries made by participants. Participants also used the task-based strategy of re-wording and rephrasing to simplify the language and turned to available resources such as a Spanish-English dictionary, their textbook, the Internet, and help from friends or classmates. Additionally, participants used the metacognitive strategies of monitoring and evaluation to ensure the quality of their posts, coupled with the task-based strategy of applying general grammatical rules to specific blogging problems. Finally, the data analysis revealed that, contrary to the findings of previous research, students had some awareness of the existence of strategies that they could use to facilitate the blogging task.

Using Video in Web-Based Listening Tests

Abstract With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.

Tečaji španščine za starejše odrasle na Univerzi za tretje življenjsko obdobje in v Dnevnih centrih aktivnosti za starejše

V članku so predstavljena teoretična izhodišča o starejših odraslih in učenju v obdobju pozne odraslosti. Avtorja menita, da je za učinkovito poučevanje starejših odraslih treba poznati njihove motive in značilnosti učenja v tem obdobju. Razloženi so različni vidiki učenja starejših odraslih in opredeljene njihove zmožnosti za učenje tujega jezika. V empiričnem delu so predstavljeni izsledki raziskave, izvedene med udeleženci začetnih in nadaljevalnih tečajev španščine na univerzi za tretje življenjsko obdobje in dnevnih centrih aktivnosti za starejše v Ljubljani v študijskem letu 2013/14. Odgovori udeležencev tečajev španščine so prikazani kot ključni za razumevanje tega, zakaj se odločajo za učenje španščine in kaj jim je pri tem pomembno, kar izobraževalcem starejših daje smernice za delo z njimi. Rezultati raziskave so pokazali, da udeleženci kot najpomembnejši razlog za udeležbo na tečaju navajajo ljubezen do jezika in možnost potovanj po špansko govorečih državah. Kot najpomembnejšo aktivnost so ocenili poslušanje učitelja in izdelavo zapiskov, vaje izgovarjave ter učenje novih besed. Pri učni skupini najvišje vrednotijo sproščeno vzdušje, medsebojno razumevanje in sodelovanje, najpomembnejše značilnosti učitelja pa so po njihovem mnenju jasna razlaga in pozitiven odnos do udeležencev ter učna podpora.

The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics

The purpose of this paper is to compare structured input (SI) with other input-based instructional treatments. The input-based instructional types include: input flood (IF), text enhancement (TE), SI activities, and focused input (FI; SI without implicit negative feedback). Participants included 145 adult learners enrolled in an intermediate Spanish course. Learners completed a pretest, treatment, immediate posttest, delayed post-test (three weeks after treatment) and an extended delayed post-test (six weeks after treatment) measuring both interpretation and production of the Spanish accusative clitics. The results revealed significant findings for all groups on the interpretation task, with SI being the most robust. The findings for the production measures are not so straightforward; however, all groups showed some improvement. The theoretical and methodological ramifications of these findings are discussed.

Acceso Digital Learning Environment (review)

Reviewed by: Acceso Digital Learning Environment Deborah Gill Acceso Digital Learning Environment. The University of Kansas Collaborative Digital Spanish Project. http://www2.ku.edu/~spanish/acceso/ Platform: Both PC (Windows XP, Windows Vista, or Windows 7 with Internet Explorer 7.0 or higher) or MAC (OSX 10.6+ [Snow Leopard] and Safari 5.0+) needed for MySpanishLab component Acceso is a free, open-access intermediate Spanish language and culture program provided by the University of Kansas as a standalone program to replace commercial textbooks and to provide materials that help students meet learning outcomes crucial to successful language study. The Home Page for Acceso contains rotating images representing the Spanish speaking world. It is enticing and provides a plethora of information, starting with links on the upper right-hand side, which provide detailed information about the project, its staff and how to contact them, the goals and objectives (“About Acceso”), and a link to the Instructor Resource page. Links to the eight units (geographical regions)—the United States, Spain, the Caribbean, Mexico, Central America, South America I, South America II, and South America III—are listed across the page, along with grammar and vocabulary sections which can be accessed there or within each of the separate geographical regions. Acceso is divided into two parts. The first is for students (as well as the public at large). It is made up of the eight units, each divided into six sections. The first is “Aperturas,” the starting point for each unit. Here, the student will find interesting themes, grammar, and active vocabulary used in that particular unit. The “Aperturas” section of each unit may include a reading and/or listening activity with multiple choice questions (e.g., the United States and Mexico), while others consist of clickable maps of different countries to include specific information about that country (e.g., the Caribbean and the three South American units). The next section, entitled “Voces,” contains short video clips and/or perspectives of different speakers from the country (countries) which are the focus of each unit, as well as a final link which provides information about characteristics of the Spanish of the region(s) being studied. Each video includes comprehension questions and there is a notation that transcripts will be provided in the future. The third section is called “Almanaque,” and includes a number of current cultural themes related to the everyday life, language, and demography of each region. Included here are readings and/or videos with multiple choice questions and, in many instances, a final part with questions that students can research to bring information to class for oral discussions. Although Acceso is intended for intermediate Spanish courses, many of the videos and links included are in English, with the questions appearing in Spanish. The next section is entitled “Sucesos.” Within this section, past events and successes that have helped to shape the countries in that unit are presented through numerous video clips and/or articles, generally accompanied by multiple choice questions. The fifth section is “Un paso más,” in which students are provided an opportunity to look more in-depth at cultural issues which have been presented within the unit. The final section, “Perspectivas,” provides thought-provoking short videos and/or readings (with comprehension questions) on different themes related to the unit (for example, under “United States,” the “Perspectivas” section studies immigration). The videos and readings found within each of the sections are interesting, with clear pronunciation from around the Spanish-speaking world. The comprehension questions are well thought out and provide an excellent opportunity for students to check their understanding of the material being presented, as well as stretch their language skills through critical thinking. [End Page 365] Each unit is also accompanied by relevant grammar explanations and vocabulary. The grammar explanations are presented in English, with examples provided in Spanish with an English translation. In some instances, a practice exercise is included; in others, links to more explanations are provided or a reference to practice exercises in MySpanishLab (discussed below) is given. Finally, a set of “active vocabulary” words are presented for each chapter. The vocabulary word is given, with its function, a definition, related words, and an audio...

Measuring Language-related Outcomes of Community-based Learning in Intermediate Spanish Courses

Measuring Language-related Outcomes of Community-based Learning in Intermediate Spanish Courses

The Impact of Short‐Term Study Abroad Programs on L2 Listening Comprehension Skills

Abstract: This study investigates the impact of a five‐week intermediate Spanish course on the listening comprehension ability of 48 participants in short‐term study abroad programs, and compares these groups with 92 peers enrolled in a similar course on the home campus. While both on‐campus and study abroad groups experienced similar gains in listening comprehension, there were significant differences in the way learners approached listening tasks: The study abroad group applied primarily top‐down and social listening strategies, while the on‐campus students favored bottom‐up processing. Higher‐proficiency students in the study abroad groups had significantly higher comprehension gains, and the study abroad groups achieved higher levels of confidence and self‐perceived ability after the treatment. Results outline some of the benefits and limitations of short‐term foreign sojourns for beginner and low‐intermediate language learners.

Foreign Language Phonology: Field Independence, Attitude, and the Success of Formal Instruction in Spanish Pronunciation

The issue of teaching pronunciation has been severely neglected after the first year of most university foreign language (FL) courses. Moreover, research examining factors affecting the acquisition of the second language (L2) phonological system has been, in general, very scarce. In the present study I examine the acquisition of a nonnative phonological system by adult language learners studying Spanish at Indiana University, Bloomington. The objective of the study was to determine the success of supplementing intermediate Spanish courses with formal instruction in pronunciation. The instruction provided a multimodal methodology aimed to account specifically for individual differences and learning style variation. Variables such as field independence (FI), as measured by the Group Embedded Figures Test (Witkin, Oltman, Raskin, & Karp, 1971), and subject attitude or concern for pronunciation accuracy were examined in relation to improvement in pronunciation. The findings revealed that neither FI, nor subject concern for pronunciation accuracy, were significant predictors of improvement in pronunciation. In contrast, the multimodal methodology resulted in significant improvement of target language pronunciation for the subjects in the experimental group. The article ends with a classroom model of pronunciation instruction designed to enable teachers to incorporate this multimodal method into most second language (L2) curricula. There are also observations about pronunciation errors as they relate to contrastive analysis theory and several suggestions for future research.

Strategies for Including Afro-Latin American Culture in the Intermediate Spanish Class

It is a well-known fact that during the intermediate stage of foreign language learning in American schools many students often become bored with and indifferent to their classes. On the college level these students invariably cease the study of French, Spanish, or whatever the language may be as soon as they have fulfilled their foreign language requirement. The motives behind such student indifference toward foreign language classes in the U.S. are varied. One of the reasons for attrition among black students in Spanish classes is that quite often these students feel little affinity with the traditional cultural content of intermediate Spanish courses. Although many instructors may consider lessons on the Aztec civilization, the gauchos of the Argentine pampas, and the Christmas posadas of Mexico basic or essential in teaching Latin American culture, often such material is not appealing to students, and lessons can consequently become quite tedious. Nevertheless, learning Spanish can actually become a rewarding and truly meaningful experience both to these same students and to their more enthusiastic classmates as well if the traditional cultural content of intermediate Spanish courses is supplemented by the presentation of African elements of the folklore and culture of Latin America. The principal objective of this paper is to demonstrate how rarely taught African elements of Latin American folklore and culture, presented in original lesson units, can be incorporated into the traditional Spanish curriculum, enrich the Spanish language program at the intermediate level, and serve as a stimulus to encourage students to continue their studies of Spanish. Specific strategies as well as numerous resources which have proven to be effective in achieving this goal will be highlighted here. It should be noted that the use of innovative lessons such as those described here is by no means recommended only for classes of predominantely black students; these lessons can be used to enhance and give a new dimension to the teaching of the Spanish language and Latin American culture in any intermediate classroom setting.